The Effectiveness of Curriculum 2013 Implementation on Distance Learning

Priandani, Isma; Syamsi, Kastam

doi:10.2991/assehr.k.220129.017

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…Mutual trust must be built both internally by the government and between the government and society and society itself in order to grow (Englund, 2011). The key words to realize the effective implementation of the Cambridge curriculum are openness, participation, and accountability in the implementation of education beginning with planning, implementation, and supervision (Isma Priandani, 2022).…”

Section: Discussionmentioning

confidence: 99%

Cambridge Curriculum Implementation at SMP Madina Islamic School

Islam

Fajaria

2022

akademika

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This study aims to describe and analyze the implementation of the international curriculum, namely the Cambridge curriculum, to determine the concept of the Cambridge curriculum and the manifestation of the concept, namely the application of the Cambridge curriculum and to determine the results achieved in implementing the Cambridge curriculum at Madina Islamic School. This research is qualitative descriptive research. Data collection was done by interview, observation, and documentation methods. To check the validity of the data obtained, the researcher used the source triangulation method. The results of the research conducted indicate that (1) The form of application of the Cambridge curriculum at Madina Islamic School is by requiring all students to have a Cambridge certificate in at least one field of study by taking the Cambridge certification exam. Coaching is held once a week for one subject or one subject as well as intensive coaching is carried out for two days before the Cambridge certification exam. (2) The inhibiting and supporting factors of the implementation of the Cambridge curriculum in student learning from the results show that the guidance and assistance carried out by the school, namely the principal and the teacher council to their students through the implementation of the Cambridge curriculum in student learning so that students increasingly show their true identity character.

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Section: Discussionmentioning

confidence: 99%

Cambridge Curriculum Implementation at SMP Madina Islamic School

Islam

Fajaria

2022

akademika

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“…Assessment in the 2013 Curriculum follows the techniques, instruments, and processes (Asfiati, 2020). The effectiveness of the 2013 curriculum implementation activities through distance learning at SMAS Hang Tuah Tarakan can be implemented properly because communication between teachers and students through video conferencing is very smooth (Priandani & Syamsi, 2022). Assessment using the Practice Rehearsal Pairs (PRP) model in implementing the 2013 curriculum found no difference in student attitudes in learning (Khudaefah & Arlianty, 2021).…”

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confidence: 99%

The Evaluation of 2013 Christian Religious Education Curriculum: Using the Stake Model Approach

Lao¹,

Tari²,

Baun³

et al. 2022

AIJP

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The author investigates the 2013 curriculum because student achievement is still very minimal. The purpose of this study was to analyze the initial context evaluation of the application of the 2013 Curriculum in Christian Religious Education, to analyze the evaluation of the application of the 2013 Curriculum in Christian Religious Education, to analyze the evaluation results of the 2013 Curriculum implementation of Christian Religious Education in SMA Negeri 6 Kupang, East Nusa Tenggara . The research method used in this research is the qualitative approach with the Countenece Evaluation Model evaluation model developed by Stake. The results of the research related to the implementation of the 2013 curriculum on Christian religious education subjects, it can be concluded that in the implementation of the 2013 curriculum teachers must have readiness in implementing learning in schools because in the 2013 curriculum students are required to be more active so that in preparing the material they must really master the material taught. Structured training on the 2013 curriculum has not been carried out to the fullest so teachers work in accordance with only the knowledge they have. While the KKM value in the eyes of the pursuit of Christian religious education that not all of them have achieved the predetermined KKM value.

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The Effectiveness of Curriculum 2013 Implementation on Distance Learning

Cited by 2 publications

References 7 publications

Cambridge Curriculum Implementation at SMP Madina Islamic School

Cambridge Curriculum Implementation at SMP Madina Islamic School

The Evaluation of 2013 Christian Religious Education Curriculum: Using the Stake Model Approach

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